the oral approach and slt
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Outline Introduction Situational Language Method
The principlesThe main characteristics
The ApproachTheory of languageTheory of leraning
The DsignThe ObjectivesThe syllabusTypes of learning and teaching activitiesLearner rolesTeacher roles
Procedure Pros and Cons
Introduction
Situational language teaching is an approach developed by British applied linguists in the 1930s to the 1960s, and which had an impact on language courses which survive in some still being used today.
The Oral Approach and Situational Language Teaching relied on the structural view of language. Both speech and structure were seen to be the basis of language and, especially, speaking ability.
Two main principles
Vocabulary control: Control a number of vocabulary that can be used
in different texts (2000 words or so).
Grammar control: Classification of grammatical structures into
sentence patterns that could be used to assist learners to internalize the rules and sentence structures.
Situationa Language Teaching Method
It involved the principles of:
Selection : choice of lexical & grammatical content
Gradation : organization of content Presentation: which techniques used for
presentation and practice
The main characteristics:
1. Language teaching begins with the spoken form
2. TL is the language of the classroom. 3. New language points are introduced and
practiced situational4. Vocabulary selection is followed5. Grammatical items are graded6. Reading & Writing are introduced once lexical
& grammatical basis are estabilished
Theory of language
The Structural view of language is the view
behind the Oral Approach and Situational Language Teaching.
Speech was viewed as the basis of language and structure as being at the heart of speaking ability and must be linked to the content and situations in which language is used.
Language was viewed as purposeful activity
Approch
Theory of learning
The theory of learning underlying Situation Language Teaching is behaviorism, addressing more the processes, than the conditions of learning. It includes the following principles:
Language learning is habit-formation. The meaning of words can be learned only in a linguistic
and cultural context. Mistakes are bad and should be avoided, as they make
bad habits. Language skills are learned more effectively if they are
presented orally first, then in written form.
Objectives
Teach a practical command of the four basic skills of a language, through structure.
Accuracy in both pronunciation and grammar. Ability to respond quickly and accurately in
speech situations. Automatic control of basic structures and
sentence patterns
Design:
The syllabus
Situational Language Teaching used a structural syllabus and a word list, where the structures are always taught within sentences, and vocabulary is chosen according to how well it enables sentence patterns to be taught.
Example by Frisby
Types of learning and teaching activities
Situational Language Teaching employs a situtational approach to presenting new sentence pattterns and drill-based manner of practicing them.
situation means the use of: Concrete objects Pictures Realia Actions and gestures can be used to demonstrate
the meaning of a new language item.
Practiced techniques: guided repetion, substitution activities
Learner roles
In the initial stages the learner is required simply to:
Listen and repeat what the teacher saysRespond questions and commands
Teacher roles In the presentation stage the teacher serves
as a model (setting up situations)Then he becomes like the skillful conductor.
Lessons are teacher-directed
The role of instructional materials Situational Language Teaching is dependent
upon:
Textbook: Contains organized lessons planned around different grammatical structures.
Visual aids: They are produced by the teacher or commercially produced. They consist on wall charts, flashcards, pictures and so on.
Typical procedures in Situational Language Teaching include:
Procedures that move from controlled to freer practice of structures.
Procedures that move from oral use of sentence patterns to their automatic use in speech, reading and writing.
Procedure:
A typical situational Language Teaching lesson would consist of:
pronunciation revision (to prepare for new work if
necessary) presentation of new structure or vocabulary oral practice (drilling) reading of material on the new structure, or
written exercises.
Suitable for introduction to the language. A good method for teaching pronunciation or
vocabulary Oral production without risk. Does not require many resources Its strong emphasis on oral practice, grammar and
sentence patterns conform to the intuitions of many teachers.
Advantages
A boring teacher The learner is required simply to listen and
repeat what the teacher says and to respond to questions and commands.
This method does not account for the fundamental characteristic of language namely the creativity and uniqueness of individual sentences.
Drawbacks
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